本文選題：哈薩克斯坦學生 + 《漢字等級大綱》��； 參考：《華中師范大學》2017年碩士論文

【摘要】：留學生在學習和使用漢語的過程中,經(jīng)常出現(xiàn)一些語音偏誤,包括聲母、韻母、聲調(diào)等方面的偏誤。對留學生的語音偏誤進行研究,能夠更好地指導教學。目前語音偏誤研究的對象多以日韓英美的留學生為主,本文以哈薩克斯坦留學生為研究對象。采用實驗的方法,找出他們在聲母、韻母、聲調(diào)方面出現(xiàn)的偏誤,分析偏誤原因并提出教學對策,希望能夠為針對哈薩克斯坦留學生的語音教學工作提供一定的幫助。本文主要從以下幾個方面,開展研究工作:第一,整理出《漢字等級大綱》中的所有音節(jié),共1053個。聯(lián)系并確定實驗對象,包括五位不同漢語水平的哈薩克斯坦留學生。開展實驗,對這五位留學生進行一對一的錄音采樣,提取實驗所需的音頻。第二,分析實驗結(jié)果。對聲母、韻母的分析,采用聽辨的方法,記錄并總結(jié)了五位留學生在聲母和韻母方面出現(xiàn)的發(fā)音問題。對聲調(diào)的分析,采用Praat軟件,提取基頻值,繪制四聲的聲調(diào)曲線;并運用基頻值與五度值的轉(zhuǎn)化關(guān)系,確定留學生在聲調(diào)方面出現(xiàn)的偏誤。第三,分析偏誤原因并提出對策。從母語負遷移、目的語知識的負遷移、《漢語拼音方案》、留學生個體因素等多個角度,分析了它們對哈薩克斯坦留學生產(chǎn)生語音偏誤的影響。提出了運用帶音法、咬舌法、咬指法;幫助留學生定調(diào);打亂固有的聲調(diào)教學順序;培養(yǎng)留學生調(diào)域意識的教學對策。第四,整理出《哈薩克斯坦留學生易錯音節(jié)表》,這些音節(jié)是教學中的難點,教師在教學中應予以重視。
[Abstract]:In the process of studying and using Chinese, there are often some phonetic errors, including initials, vowels, tones and so on. The research on the phonetic bias of foreign students can better guide the teaching. At present, the research object of phonetic bias is mainly Japanese, Korean and British-American students, while this paper focuses on Kazakstan students. By using the method of experiment, this paper finds out the errors in initials, vowels and tones, analyzes the causes of errors and puts forward some teaching countermeasures, hoping to provide some help for the teaching of pronunciation for Kazakh students. The main work of this paper is as follows: first, all syllables in the outline of Chinese characters are sorted out and 1053 syllables are arranged. Contact and identify subjects, including five Kazakh students with different levels of Chinese. The five students were sampled one-to-one, and the audio frequency was extracted. Second, analyze the experimental results. Based on the analysis of consonants and vowels, the phonetic problems in consonants and vowels of five foreign students were recorded and summarized by means of audition. In the analysis of tone, the fundamental frequency value is extracted by Praat software, and the tone curve of four sound is drawn, and the error in tone of foreign students is determined by using the conversion relationship between fundamental frequency value and fifth degree value. Third, analyze the causes of errors and put forward countermeasures. From the perspectives of negative transfer of mother tongue, negative transfer of knowledge of target language, "Chinese Pinyin Scheme", and individual factors of foreign students, this paper analyzes their influence on the phonetic errors of foreign students in Kazakhstan. This paper puts forward the teaching countermeasures of using the method of band tone, tongue-biting and finger biting, helping foreign students to set the tone, disrupting the inherent order of tone teaching, and cultivating the students' awareness of the domain of tonality. Fourth, sorting out the error-prone syllables of Kazakh students, these syllables are difficult points in teaching, and teachers should pay attention to them.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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相關(guān)期刊論文 前10條

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本文編號：1835441